To see the other types of publications on this topic, follow the link: Inquiry-based approach to biology education.
Journal articles on the topic 'Inquiry-based approach to biology education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Inquiry-based approach to biology education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ping, Irene Lue Leh, Lilia Halim, and Kamisah Osman. "EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 276–88. http://dx.doi.org/10.33225/jbse/20.19.276.
Full textAbstract:
Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills
2
Spodniaková Pfefferová, Miriam, Stanislav Holec, Janka Raganová, and Martin Hruška. "Cross-curricular approaches in Inquiry-based Science Teaching." International Journal of Information and Communication Technologies in Education 5, no. 3 (December 1, 2016): 34–43. http://dx.doi.org/10.1515/ijicte-2016-0011.
Full textAbstract:
Abstract One of the most important goals of science education is to develop understanding of natural systems. It is impossible to comprehensively understand the functioning of natural systems only by knowledge of one subject (physics, chemistry, biology, etc.). Therefore the application of the cross-curricular approach in teaching of science subjects is required. Besides the scientific knowledge the understanding of science research methods is important, too. This can be obtained with the use of inquiry-based activities in science lessons that provide possibilities to show students how science works. The aim of this paper is to introduce the strategy for the use of cross-curricular approaches in inquiry-based activities in science education that was implemented within the Chain Reaction project. The project targeted 14- to 16-year-old students who in groups investigated an interdisciplinary research problem and then presented their findings and experiences at national or international events. Cosmic Web Site represents an example of the activity that encourages students to learn various topics of physics as well as to use their knowledge and skills obtained at computer science lessons. The feedback from the teachers involved in Chain Reaction that was gained with the help of evaluation questionnaires indicates a positive impact of the used approach to the development of students’ skills and motivation to learn science subjects.
3
Rissing, Steven W., and John G. Cogan. "Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?" CBE—Life Sciences Education 8, no. 1 (March 2009): 55–61. http://dx.doi.org/10.1187/cbe.08-05-0023.
Full textAbstract:
We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, “direct” exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to “cover” many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective “cookbook” laboratory exercises in many science classes.
4
Thompson, E. David, Bethany V. Bowling, Maggie Whitson, and Robert F. C. Naczi. "Engaging Students in Natural Variation in the Introductory Biology Laboratory via a Statistics-based Inquiry Approach." American Biology Teacher 73, no. 2 (February 1, 2011): 100–104. http://dx.doi.org/10.1525/abt.2011.73.2.8.
Full textAbstract:
Natural variation, including the continual selective pressures that lead to speciation, is one of the more dynamic aspects of biology. However, traditional instruction on the topic is often passive in nature, leaving little opportunity for scientific inquiry. In this laboratory exercise, we use a statistics-based, guided-inquiry approach to engage students in natural variation. Students are introduced to speciation and classification by using a dichotomous key to identify various common local trees on the basis of leaf characteristics. Once the students have learned characteristics useful for identification, they are given two leaf samples, a sugar maple and an “unknown.” They are asked to choose characteristics and collect quantitative data in order to determine whether the unknown is a sugar maple. Before data collection, students form hypotheses related to the identity of their unknown, followed by statistical comparison of means to support or refute their original hypotheses. In this way, students gain an appreciation for the activities undertaken by taxonomists that are related to natural variation and classification.
5
Stone, Elisa M. "Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment." CBE—Life Sciences Education 13, no. 1 (March 2014): 90–101. http://dx.doi.org/10.1187/cbe-12-11-0198.
Full textAbstract:
New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.
6
Affifi, Ramsey. "The interspecies educator's cybernetic world." Kybernetes 43, no. 1 (January 28, 2014): 144–52. http://dx.doi.org/10.1108/k-10-2012-0080.
Full textAbstract:
Purpose – The purpose of this paper is to interconnect pedagogy and biology via second-order cybernetics. Design/methodology/approach – The approach taken is that of a synthesis. Findings – Biology can better deal with intersubjectivity within and between species by incorporating approaches and theory from education inquiry. Conversely, educators can de-anthropocentrize their discipline by entering into learning relationships with other species. By rallying around the concept of “eduction”, second-order cybernetics plays a role in both syntheses. Practical implications – De-anthropocentrizing education could have practical value in creating ecologically relevant education for children and in developing more integrated environmental impact assessments. Originality/value – Finding convergence between the study of life and forms of practitioner inquiry in education research, and connecting these to the environmental movement.
7
Uitto, Anna, Pirkko Kärnä, and Riikka Hakonen. "Relationship between the Working Methods and Lower Secondary School Students’ Performance and Attitudes towards Biology." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 263–78. http://dx.doi.org/10.31129/lumat.v1i3.1105.
Full textAbstract:
The contribution of different working methods and learning environments to grade nine students’ performance in biology as well as their attitudes towards biology as school subject were studied. The research is based on the data collected for the assessment in natural sciences at comprehensive schools by the Finnish Board of Education in 2011. The survey data of the present study consisted of 2989 ninth grade students from 97 comprehensive schools. Students’ performance in biology was clearly correlated with the positive attitude towards biology as a school subject. There were strong correlations between the performance and teaching approaches, which emphasize students’ activity in experimental investigations, making observations, pondering of causes and effects as well as applying knowledge to everyday live. These inquiry-oriented approaches correlated also with the positive attitude towards biology. There were also correlations between positive attitude to biology and teacher-led conversations, pondering of different viewpoints, taking account of students’ opinions and ideas in teaching and the methods emphasizing students’ autonomy and self-evaluation. Positive attitude correlated also with the teaching approach, by which students received information about the development, structures and mechanisms of the world. Directed teaching did not correlate with the performance in biology or the positive attitude towards biology. To enhance students’ performance and positive attitudes in biology, it would be important use experimental work and inquiry-based learning in biology education.
8
Lu, Fong-Mei, Kevin W. Eliceiri, James Stewart, and John G. White. "WormClassroom.org: An Inquiry-rich Educational Web Portal for Research Resources of Caenorhabditis elegans." CBE—Life Sciences Education 6, no. 2 (June 2007): 98–108. http://dx.doi.org/10.1187/cbe.06-07-0176.
Full textAbstract:
The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism, Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological concepts using C. elegans research material. The driving forces behind the WormClassroom website were the strengths of C. elegans as a teaching organism, getting researchers and educators to work together to develop instructional materials, and the 3 P's (problem posing, problem solving, and peer persuasion) approach for inquiry learning. Iterative assessment is an important aspect of the WormClassroom site development because it not only ensures that content is up-to-date and accurate, but also verifies that it does, in fact, aid student learning. A primary assessment was performed to refine the WormClassroom website utilizing undergraduate biology students and nonstudent experts such as C. elegans researchers; results and comments were used for site improvement. We are actively encouraging continued resource contributions from the C. elegans research and education community for the further development of WormClassroom.
9
Copenhaver-Parry, Paige E. "Taking Temperature with Leaves: A Semester-Long Structured-Inquiry Research Investigation for Undergraduate Plant Biology." American Biology Teacher 82, no. 4 (April 1, 2020): 247–55. http://dx.doi.org/10.1525/abt.2020.82.4.247.
Full textAbstract:
Inquiry- and course-based research pedagogies have demonstrated effectiveness for preparing undergraduate biology students with authentic scientific skills and competencies, yet many students lack the experience to engage successfully in open-ended research activities without sufficient scaffolding and structure. Further, curricula for student-centered laboratory activities are lacking for several biological disciplines, including plant biology and botany. In this article, I describe a semester-long structured-inquiry research curriculum developed for a plant biology course taught to second-year biology students that integrates key elements of inquiry and discovery while providing a structured approach to gaining research skills. In the research project, students collect leaves from woody dicot plants across a range of environments that are characterized by different mean annual temperatures, and investigate the relationship between various leaf characteristics and temperature. Curricular materials are provided to teach skills in scientific paper reading, field data collection, data processing including microscopy and image analysis, quantitative data analysis in R, biological inference, and scientific writing. This comprehensive, ready-to-implement curriculum is suitable for plant biology, botany, and plant ecology courses and is particularly valuable for students with no prior research experience.
10
Willey, Joanne M., Doreen M. Olvet, Jeffrey B. Bird, and Judith M. Brenner. "Pandemics Past and Present: A Guided Inquiry Approach." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052097695. http://dx.doi.org/10.1177/2382120520976957.
Full textAbstract:
Background: COVID-19 exposed undergraduate medical education curricular gaps in exploring historical pandemics, how to critically consume scientific literature and square it with the lay press, and how to grapple with emerging ethical issues. In addition, as medical students were dismissed from clinical environments, their capacity to build community and promote professional identity formation was compromised. Methods: A synchronous, online course entitled Life Cycle of a Pandemic was developed using a modified guided inquiry approach. Students met daily for 2 weeks in groups of 15 to 18 with a process facilitator. During the first week, students reported on lessons learned from past pandemics; in the second week, students discussed ethical concerns surrounding COVID-19 clinical trials, heard from physicians who provided patient care in the HIV and COVID-19 pandemics, and concluded with an opportunity for reflection. Following the course, students were asked to complete an anonymous, voluntary survey to assess their perceptions of the course. Results: With a response rate of 69%, an overwhelming majority of students agreed or strongly agreed that learning about historical pandemics helped them understand COVID-19 (72, 99%). The course successfully helped students understand current and potential COVID-19 management strategies as 66 (90%) agreed or strongly agreed they developed a better understanding of nonpharmacological interventions and new pharmacological treatments. Students also gained insight into the experiences of healthcare providers who cared for patients with HIV and COVID-19. Qualitative analysis of the open-ended comments yielded 5 main themes: critical appraisal of resources, responsibility of the physician, humanism, knowledge related to pandemics, and learning from history. Conclusions: The onset of the COVID-19 crisis illustrated curricular gaps that could be remedied by introducing the history and biology of pandemics earlier in the curriculum. It was also apparent that learners need more practice in critically reviewing literature and comparing scientific literature with lay press. The flexible format of the course promotes the development of future iterations that could cover evolving topics related to COVID-19. The course could also be repurposed for a graduate or continuing medical education audience.
11
Angra, Aakanksha, Siu Lung Ng, Alison Onstine, and Chrissy Spencer. "Trapping Fruit Flies: A Guided-Inquiry Lab Approach to Teaching Biology to Nonmajors." American Biology Teacher 82, no. 6 (August 1, 2020): 403–8. http://dx.doi.org/10.1525/abt.2020.82.6.403.
Full textAbstract:
Current trends in education include offering students authentic experiences that generate broad interest, develop their cognitive flexibility, and prepare them to be scientifically literate members of society. We present a three-part guided-inquiry lab that gives students practice applying the scientific method to control fruit fly outbreaks and reinforces concepts related to behavioral and sensory biology. This activity was designed and tested at a four-year university but can be modified for high school courses. Students are “employed” by the fictional Fruit Fly Trap Company to design a device to maximize capture of female fruit flies using environmentally friendly lures. During this lab, students collaborate to conduct literature searches, ask research questions, develop hypotheses, design experiments, collect and analyze data, and present findings in a short oral presentation. In our implementation of this module in a biology class for nonmajors in fall 2017, over 50% of students reported that the literature research, scent experiments, trap construction, trap testing, and PowerPoint presentation were extremely effective in teaching science process and biological problem-solving skills. Over 70% of our students rated the practical, hands-on elements of the activity as enjoyable. Overall, students generally enjoyed the lab and reported positive impacts on their learning.
12
Noorhidayati, Noorhidayati, Ina Apriliana, and Hardiansyah Hardiansyah. "The Development of Student Worksheets on Inquiry-Based Plant Growth and Development Sub-Concept." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 3, no. 2 (June 30, 2021): 119. http://dx.doi.org/10.20527/bino.v3i2.10376.
Full textAbstract:
The concept of plant growth and development is important to learn, through a conceptual, contextual and scientific approach. The results of the analysis of the needs of Biology teachers and grade XII students of SMAN 2 Kintap show that there are still problems in making student worksheet on certain materials. As many as 91% of students are interested in student worksheet which is accompanied by lots of illustrations, concrete pictures, and easy to understand subject matter. Then, as many as 83% who like worksheet which looks colorful and attractive. This development research uses a 4D model which is limited to the Develop stage. This study aims to describe the validity and practicality of the student worksheet subconcept of Inquiry-Based Plant Growth and Development. The research was carried out in grade XII MIA SMAN 2 Kintap and Biology Education Study Program FKIP ULM. The results showed that the student worksheet of the Plant Growth and Development subconcept obtained an average validity score of 97% from 4 aspects of the assessment that were assessed by 3 (three) validators and included very valid criteria (can be used without revision), while practicality obtained a value of 3.8 from the assessment. by 12 (twelve) students, included in the very good criteria, so it is practical to use.Abstrak Konsep pertumbuhan dan perkembangan tumbuhan penting untuk dipelajari, melalui pendekatan konseptual, kontekstual dan ilmiah. Hasil analisis kebutuhan guru Biologi dan peserta didik kelas XII SMAN 2 Kintap menunjukkan bahwa pembuatan LKPD pada materi tertentu masih terkendala. Sebanyak 91% peserta didik tertarik dengan LKPD yang disertai banyak ilustrasi, gambar-gambar yang konkrit, dan mudah memahami materi pelajaran. Lalu, sebanyak 83% yang menyukai LKPD yang tampilannya warna-warni dan menarik. Penelitian pengembangan ini menggunakan model 4D yang dibatasi pada tahap Develop. Penelitian ini bertujuan bertujuan untuk mendeskripsikan validitas dan kepraktisan LKPD subkonsep Pertumbuhan dan perkembangan Tumbuhan Berbasis Inkuiri. Penelitian dilaksanakan di kelas XII MIA SMAN 2 Kintap dan Program Studi Pendidikan Biologi FKIP ULM. Hasil penelitian menunjukkan LKPD subkonsep Pertumbuhan dan Perkembangan Tumbuhan memperoleh skor validitas rata-rata 97% dari 4 aspek penilaian yang dinilai oleh 3 (tiga) validator dan termasuk kriteria sangat valid (dapat digunakan tanpa revisi), sedangkan kepraktisan diperoleh nilai 3,8 dari penilaian oleh 12 (dua belas) peserta didik, termasuk dalam kriteria sangat baik, sehingga praktis untuk digunakan.
13
Madhuri, Marga, and Christine Broussard. "“Do I Need to Know This for the Exam?” Using Popular Media, Inquiry-based Laboratories, and a Community of Scientific Practice to Motivate Students to Learn Developmental Biology." CBE—Life Sciences Education 7, no. 1 (March 2008): 36–44. http://dx.doi.org/10.1187/cbe.07-06-0044.
Full textAbstract:
One of the greatest challenges instructors face is getting students to connect with the subject in a manner that encourages them to learn. In this essay, we describe the redesign of our Developmental Biology course to foster a deeper connection between students and the field of developmental biology. In our approach, we created a community of scientific practice focused on the investigation of environmental impacts on embryonic development and informed by popular and scientific media, the students' own questions, and the instructor. Our goals were to engage students in meaningful ways with the material, to develop students' science process skills, and to enhance students' understanding of broad principles of developmental biology. Though significant challenges arose during implementation, assessments indicate using this approach to teach undergraduate developmental biology was successful.
14
Воробйова, О. М. "ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ БІОЛОГІЇ В КОНТЕКСТІ ЗАВДАНЬ КОМПЕТЕНТНІСНОГО ПІДХОДУ." Теорія та методика навчання та виховання, no. 47 (2019): 17–25. http://dx.doi.org/10.34142/23128046.2019.47.02.
Full textAbstract:
The article justifies the current trends of the future Biology teacher training in the context of tasks of outcome-based approach. It is proved that the functioning of the modern system of specialists training, raising social requirements for institutions of higher education determinates the necessity for highly qualified teachers who are able to organize the educational process creatively and achieve high quality results. It is established that the quality improvement of the future Biology teacher training is due to the possibility of mobile response of the educational process to the public needs, school needs, human needs. It is possible to implement the set of tasks by building a quality management system of the future teacher training, which is aimed at formation of key and special competences. Since Ukraine has been involved in Bologna Process (2005) and as provided for by the Berlin Communique (2003) and Lisbon Treaty (2007) the modernization of the higher education is started in our country. The main purpose of it is to realize a big number of innovations and the honored position among them is taken by competence-based approach. An important factor in developing of the future Biology teacher competence is the providing of whole new level of methodological disciplines studying, as the Biology teacher methodological training is a part of the general culture, which is also the main link of the general qualities structure, which is the basis of the modern teacher’s model. The professional competence of the Biology teacher is interpreted in the research as an integral, intellectual, personal, professional association, which starts formation in the process of professional teacher’s training in higher educational institutions, develops and improves in the process of professional activity. The article analyses the peculiarities of the regulatory support of outcome-based approach for Biology teacher training in the educational process of a pedagogical institution of higher education. There was studied the genesis of the introduction of outcome-based approach into the system of specialists training in institutions of higher education of Ukraine. The definition of such concepts as “teacher training”, “outcome-based approach”, "professional competence," general competence”, “special (subject) competences” was clarified. It was proved that the competence of a Biology teacher is an integrated structure, which is determined by a dynamic combination of general and special competences, which determine the effectiveness of professional activity of a specialist.
15
Wu, Jinlu. "Mutation-Based Learning to Improve Student Autonomy and Scientific Inquiry Skills in a Large Genetics Laboratory Course." CBE—Life Sciences Education 12, no. 3 (September 2013): 460–70. http://dx.doi.org/10.1187/cbe.12-09-0168.
Full textAbstract:
Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a “mutation” method in a molecular genetics laboratory course. Students could choose to delete, add, reverse, or replace certain steps of the standard protocol to explore questions of interest to them in a given experimental scenario. They wrote experimental proposals to address their rationales and hypotheses for the “mutations”; conducted experiments in parallel, according to both standard and mutated protocols; and then compared and analyzed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments, 2) use more scientific inquiry skills, and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional “cookbook”-style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labor and financial costs, which makes it feasible for easy adaptation and implementation in a large class.
16
Richardson, Matthew L., Scott L. Richardson, and David G. Hall. "Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy." American Biology Teacher 74, no. 7 (September 1, 2012): 445–51. http://dx.doi.org/10.1525/abt.2012.74.7.4.
Full textAbstract:
Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas such as ecology, molecular biology, physiology, and chemistry. We evaluate published “how-to” biological-control activities to determine whether they meet National Science Education Standards and use a constructivist pedagogical approach. We also provide an example classroom activity developed from our research that scientists can use as a template to develop their science-education activities.
17
Ismailov, Murod. "Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges." F1000Research 10 (September 2, 2021): 677. http://dx.doi.org/10.12688/f1000research.55128.2.
Full textAbstract:
In recent years, telecollaboration has been gaining popularity among scholars, teachers, and students engaged in foreign language education because it facilitates the use of Internet-mediated communication tools to connect language and culture learners in geographically distant locations. Telecollaboration, as currently viewed in academic and classroom settings, places greater emphasis on the development of learners’ intercultural communicative competence. The problem with this approach is that this process may not consider the possibility that learners engaged in online intercultural exchanges could have limited or no knowledge about certain aspects of their own lingua-culture. We argue that, for learners to effectively share lingua-cultural knowledge with their online peers abroad, there must be a framework that supports the construction of learners’ own intra-cultural knowledge to provide a solid foundation for intercultural learning and communication. In this paper, we develop an inquiry-based model of telecollaboration incorporating both inquiry and online exchange based on the inquiry cycle, which includes engagement, exploration, explanation, elaboration, and evaluation. This paper builds a case for the application of inquiry-based telecollaboration in a real classroom environment, which could not only help learners obtain and eventually share more authentic, deeper knowledge about their lingua-culture, but also promote informed intercultural exchange.
18
Ismailov, Murod. "Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges." F1000Research 10 (July 28, 2021): 677. http://dx.doi.org/10.12688/f1000research.55128.1.
Full textAbstract:
In recent years, telecollaboration has been gaining popularity among scholars, teachers, and students engaged in foreign language education because it facilitates the use of Internet-mediated communication tools to connect language and culture learners in geographically distant locations. Telecollaboration, as currently viewed in academic and classroom settings, places greater emphasis on the development of learners’ intercultural communicative competence. The problem with this approach is that this process may not consider the possibility that learners engaged in online intercultural exchanges could have limited or no knowledge about certain aspects of their own lingua-culture. We argue that, for learners to effectively share lingua-cultural knowledge with their online peers abroad, there must be a framework that supports the construction of learners’ own intra-cultural knowledge to provide a solid foundation for intercultural learning and communication. In this paper, we develop an inquiry-based model of telecollaboration incorporating both inquiry and online exchange based on the inquiry cycle, which includes engagement, exploration, explanation, elaboration, and evaluation. This paper builds a case for the application of inquiry-based telecollaboration in a real classroom environment, which could not only help learners obtain and eventually share more authentic, deeper knowledge about their lingua-culture, but also promote informed intercultural exchange.
19
Jones, Lynda, Diana Gordon, and Mary Zelinski. "New Approaches in Cancer Biology Can Inform the Biology Curriculum." American Biology Teacher 80, no. 3 (March 1, 2018): 168–74. http://dx.doi.org/10.1525/abt.2018.80.3.168.
Full textAbstract:
Students tend to be very interested in medical issues that affect them and their friends and family. Using cancer as a hook, the ART of Reproductive Medicine: Oncofertility curriculum (free, online, and NIH sponsored) has been developed to supplement the teaching of basic biological concepts and to connect biology and biomedical research. This approach allows integration of up-to-date information on cancer and cancer treatment, cell division, male and female reproductive anatomy and physiology, cryopreservation, fertility preservation, stem cells, ethics, and epigenetics into an existing biology curriculum. Many of the topics covered in the curriculum relate to other scientific disciplines, such as the latest developments in stem cell research including tissue bioengineering and gene therapy for inherited mitochondrial disease, how epigenetics occurs chemically to affect gene expression or suppression and how it can be passed down through the generations, and the variety of biomedical careers students could pursue. The labs are designed to be open-ended and inquiry-based, and extensions to the experiments are provided so that students can explore questions further. Case studies and ethical dilemmas are provided to encourage thoughtful discussion. In addition, each chapter of the curriculum includes links to scientific papers, additional resources on each topic, and NGSS alignment.
20
Lakhvich, Todar. "STUDENT RESEARCH: ACQUIRING KNOWLEDGE ABOUT THE NATURE AND PROCESS OF SCIENCE." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 832–35. http://dx.doi.org/10.33225/jbse/17.16.832.
Full textAbstract:
In April of 2017, I was working with the team of FEBS (Federation of European Biochemical Societies) Education Ambassadors from different European countries and Education Committee members in Université Paris Descartes. This was a significant event, involving FEBS Constituent Societies, to create a platform at the Europen level to brainstorm on educational issues across Europe. The discussions focused on what would be done in order to meet the mission and vision of FEBS on educational issues ̶ to promote education throughout Europe. Along with the other very important issues (curriculum, inventory of key skills, good practice, etc.) the working group on learning resources has elaborated short and long term objectives to formation of an appropriate learning database in the field of Biochemistry and Molecular Biology education. The participants discussed a lot about the importance of inquiry based approach which includes in particular the conduction, evaluation and presentation of Student Research.
21
Quinlan, Catherine L. "Exploring Data to Learn about the Nature of Science." American Biology Teacher 78, no. 5 (May 1, 2016): 404–9. http://dx.doi.org/10.1525/abt.2016.78.5.404.
Full textAbstract:
Biology is often taught as disconnected facts, even though the subject itself provides a holistic approach to the study of life, particularly through the overarching frame of evolution. The Framework for K–12 Science Education and Next Generation Science Standards promote a coherent approach to science that uses a developmental approach to learning. This is consistent with the use of data, reflective strategies, and a research inquiry approach that encourages students to confront their own thinking and reasoning, and thus encourages the engagement of argumentation in the classroom. This article presents narratives and classroom scenarios that might provide insights into learning strategies, with implications for a more cohesive approach to learning both biology concepts and the practices of science.
22
Irdalisa, Irdalisa, Mega Elvianasti, Maesaroh Maesaroh, Husnin Nahry Yarza, and Tuti Marjan Fuadi. "Improving Student’s Curiosity by ICT-Assisted Guided Inquiry Models." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (April 15, 2021): 156–63. http://dx.doi.org/10.35445/alishlah.v13i1.402.
Full textAbstract:
The purpose of this research is that students' curiosity can be increased by using guided inquiry models assisted by ICT. In learning science, one of the things that must be improved is curiosity. Curiosity is a person's desire for information and knowledge, as well as the sensation of new experiences to be able to motivate behavior in finding out the true truth. The curiosity measured in this study, such as the desire of students to explore for new information, the desire to find a new concept or theory by applying the knowledge they have, and someone's desire to find out if there is a conflict between what is believe inversely proportional with what is reality. This study used a one group pretest posttest design and used a quantitative approach. The sample in this study was 63 fifth semester students of biology education at the University of Muhammadiyah Prof. Dr. Hamka Jakarta, Indonesia. The sample was taken by using purposive sampling technique. The research instrument used a questionnaire. Data analysis using descriptive quantitative. Based on the research results, it can be concluded that the application of the ICT-assisted guided inquiry model is more effective in increasing student curiosity. The application of technology-based inquiry is important in improving student Curiosity to make science learning more meaningful, effective, and efficient.
23
Wright, Robin, and James Boggs. "Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology." Cell Biology Education 1, no. 4 (December 2002): 145—S27. http://dx.doi.org/10.1187/cbe.02-03-0006.
Full textAbstract:
To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.
24
Güngör Cabbar, Burcu, and Hakan Şenel. "Content Analysis of Biology Education Research That Used Context-Based Approaches: The Case of Turkey." Journal of Educational Issues 6, no. 1 (June 2, 2020): 203. http://dx.doi.org/10.5296/jei.v6i1.16920.
Full textAbstract:
Even if the topics are abstract in biology education, they are very suitable for association to daily life. The context-based learning approach is one of the approaches that is student-centered and provides a connection between daily life and scientific knowledge. Research has determined that the context-based learning approach increases the students’ learning about the subject, their interest, and motivation by using examples from daily life. In Turkey, the context-based approach first began to be used in chemistry education. This approach was first applied in biology education in 2008. Nineteen theses and articles completed regarding the context-based approach in biology education in Turkey were encountered when researched. All of these studies were done by using experimental methods. It was determined in research conducted with students of different age groups that context-based learning has a positive effect on motivation as well as on academic success. The effect of the method can be investigated by studying different subjects within biology and with different sample groups.
25
Luckie, Douglas B., Joseph J. Maleszewski, Sarah D. Loznak, and Marija Krha. "Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of “Teams and Streams”." Advances in Physiology Education 28, no. 4 (December 2004): 199–209. http://dx.doi.org/10.1152/advan.00025.2004.
Full textAbstract:
Are traditional laboratories in the core introductory biology courses teaching physiology majors the art and trade of science, or simply leaving them with a memory of trivial experiments done for unknown reasons? Our students, a population dominated by premed and physiology majors, think the latter and have encouraged us to challenge this model, and it turns out scientists and education researchers agree with our students ( 4 , 31 , 32 ). In an effort to remedy this, we began a long-term redesign of the introductory biology sequence to become what is now a sequence of inquiry laboratories we term “Teams and Streams” (TS). In these TS inquiry labs, student research teams pose a scientific question/hypothesis, propose an experimental design, perform multi-week investigations and then present their findings in various forms (web, interviews, and papers). The response to this classroom laboratory design has been overwhelmingly positive. In a qualitative study of student opinion (where 260 student responses were studied), surveys conducted at the end of semesters where traditional scripted labs were used ( n = 70 comments) had predominately negative opinions (80% negative responses), whereas the reverse was true for students ( n = 190 comments) who participated in courses using the TS inquiry labs (78% positive responses). In a quantitative assessment of content knowledge, students who participated in new TS inquiry labs ( n = 245) outscored their peers in traditional labs ( n = 86) on Medical College Admission Test-style standardized exams (59.3 ± 0.8% vs. 48.9 ± 1.3%, respectively; P < 0.0001). We believe these quantitative data support the qualitative findings and suggest the TS inquiry lab approach increases student learning.
26
Robertson, Lisa, Elizabeth Porter, M. Alex Smith, and Shoshanah Jacobs. "Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in A First-Year Biology Course." International Journal of Higher Education 10, no. 7 (September 13, 2021): 96. http://dx.doi.org/10.5430/ijhe.v10n7p96.
Full textAbstract:
The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.
27
Hakim, Nasrul, Yudiyanto Yudiyanto, Halimah Sa’diah, and Eka Putri Setiana. "Manual Book Biology Scientific Camp: Pengembangan Pendidikan Karakter Berbasis Outdoor Approach." BIODIK 6, no. 1 (March 1, 2020): 12–22. http://dx.doi.org/10.22437/bio.v6i1.8458.
Full textAbstract:
This research aimed to develop a manual book for the implementation of a biology scientific camp to develop the character education of biology students. This book was developed with an outdoor approach. This research uses the ADDIE development model which includes the Analysis, Define, Design, Implementation and Evaluation. This research data were obtained from the results of the validation of material experts and media experts as well as the results of small group trials. The results showed the results of the material expert validation obtained a score of 92% and included in category of highly validated media expert validation obtained a score of 91% included in very valid category. The results of small group trials showed a score of 95% included in very good category, while the results of the large group trial obtained a score of 92% and included in very good category. The results showed that the manual book of Biology Scientific Camp that was developed was appropriate to be used as the development of character education based on an outdoor approach.
Keywords: Character Education, Outdoor Approach.
Abstrak
Penelitian ini bertujuan untuk mengembangkan buku panduan (manual book) pelaksanaan kemah ilmiah biologi (biology scientific camp) sebagai upaya untuk mengembangkan pendidikan karakter mahasiswa biologi. Buku ini dikembangkan dengan pendekatan outdoor approach. Penelitian pengembangan ini menggunakan model pengembangan ADDIE yang meliputi tahap Analysis, Define, Design, Implementation dan Evaluation. Data penelitian diperoleh dari hasil validasi ahli materi dan ahli media serta hasil ujicoba kelompok kecil. Hasil penelitian menunjukkan hasil validasi ahli materi diperoleh skor 92% dan termasuk dalam kategori sangat valid validasi ahli media diperoleh skor 91% termasuk dalam kategori sangat valid. Hasil ujicoba kelompok kecil menunjukkan skor 95% termasuk dalam kategori sangat baik, sedangkan hasil ujicoba kelompok besar diperoleh skor 92% dan termasuk dalam kategori sangat baik. Hasil penelitian menunjukkan bahwa manual book Biology Scientific Camp yang dikembangkan layak digunakan sebagai pengembangan pendidikan karakter berbasis outdoor approach.
Kata kunci: Pendidikan Karakter, Outdoor approach.
28
Casady, Grant M. "Exploring Tree Age & Diameter to Illustrate Sample Design & Inference in Observational Ecology." American Biology Teacher 77, no. 3 (March 1, 2015): 206–10. http://dx.doi.org/10.1525/abt.2015.77.3.9.
Full textAbstract:
Undergraduate biology labs often explore the techniques of data collection but neglect the statistical framework necessary to express findings. Students can be confused about how to use their statistical knowledge to address specific biological questions. Growth in the area of observational ecology requires that students gain experience in sampling design and the scope of inference relevant to observational studies. I developed a laboratory-based guided inquiry that illustrates these concepts by comparing ponderosa pine (Pinus ponderosa) trees in northeastern Washington State. This approach presents a hands-on experience whereby students apply the statistics they learn in the classroom to a field-based investigation, giving students an appreciation of the design and interpretation of observational studies in ecology.
29
Autieri, Steven M. "Design-o-saurs: Using Inquiry to Reinforce Aspects of the Relationship between Genotype & Phenotype." American Biology Teacher 78, no. 2 (February 1, 2016): 127–35. http://dx.doi.org/10.1525/abt.2016.78.2.127.
Full textAbstract:
Biological concepts such as transcription, translation, codons, and genes can be confusing and overwhelming to high school biology students, yet these are prominent topics assessed on high-stakes standardized tests. I present a project-based assessment approach that can help students organize the wealth of information covered during units on genetics and protein synthesis. Students create a three-dimensional “Design-o-saur” model based on the genetic sequences of parent dinosaurs that they have already transcribed and translated to determine the proteins responsible for the observable traits. Ready-to-use handouts, evaluation rubrics, and student guidelines are included.
30
Dovhyi, S. O., K. V. Terletskа, and S. M. Babiіchuk. "Climate education in Junior academy of sciences of Ukraine." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(18) (2020): 3–13. http://dx.doi.org/10.51707/2618-0529-2020-18-01.
Full textAbstract:
Global climate change is one of the central issue of human progress. In the long run, climate change is likely cause a significant slowdown in economic growth. Education is one of the important decision-making tools to adress further climate change. Climate education requires a multidisciplinary approach that includes as the natural sciences (physics, chemistry, geography, biology, geophysics, etc.) and the social sciences (economics, law, etc.). Climate education in the Junior academy sciences of Ukraine (as a UNESCO center of science education) includes techniques within the framework of science education, that based on projects and active teaching, discussing problems in class, questioning: inquiry-based approaches to learning, research to investigate the hypotheses, which may be carried out through experiments, investigations, observations or documentary studies that will lead to solutions with the climate change. The goal of this educational activity is to develop environmental awareness, understanding of the physical aspects of the formation of natural phenomena such as the greenhouse effect, ocean currents and atmospheric circulation, other scientific knowledge and life skills. They are necessary for young people to understand the causes, consequences and mechanisms of climate change. The possibilities of integrating elements of science education on climate issues in the extracurricular education program are described in present paper. In the paper we describe as some examples and corresponding demonstrations of physical experiments as the possibilities of remote sensing to monitor climate change and factors affecting to them.
31
Peffer, Melanie, and Maggie Renken. "Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences." CBE—Life Sciences Education 15, no. 4 (December 2016): es11. http://dx.doi.org/10.1187/cbe.15-12-0252.
Full textAbstract:
Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration.
32
Ambusaidi, Intisar, Bernard Badiali, and Khalid Alkharousi. "Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum." ATHENS JOURNAL OF EDUCATION 8, no. 1 (January 15, 2020): 73–114. http://dx.doi.org/10.30958/aje.8-1-5.
Full textAbstract:
Research on science-education reform affirms the importance of taking into consideration teachers’ pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students’ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers’ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers’ beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students’ misconceptions, their decisions about classroom teaching practices, and the level of their students’ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers’ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. Keywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.
33
Ambusaidi, Intisar, Bernard Badiali, and Khalid Alkharousi. "Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 263–304. http://dx.doi.org/10.30958/aje.8-3-3.
Full textAbstract:
Research on science-education reform affirms the importance of taking into consideration teachers’ pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students’ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers’ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers’ beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students’ misconceptions, their decisions about classroom teaching practices, and the level of their students’ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers’ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. Keywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.
34
Weber, Daniel N., Renee A. Hesselbach, David H. Petering, and Craig A. Berg. "My Fish Is Smarter Than Your Fish: Inquiry-Approach Methods to Examine Learning in Zebrafish Exposed to Environmental Chemicals." American Biology Teacher 81, no. 5 (May 1, 2019): 352–59. http://dx.doi.org/10.1525/abt.2019.81.5.352.
Full textAbstract:
Using live vertebrate animals to demonstrate learning and memory is typically not done in high school biology classes. We designed an apparatus and protocol by which students observe learning in fish. Students generate questions and discover answers (e.g., does age, sex, species, or chemical exposure impact learning and memory outcomes)?
35
Purnama, Dirga, Hasruddin Hasruddin, and Aryeni Aryeni. "Student Character Education Building on Biology Learning Through the Scientific Approach." Journal of Biology Education 8, no. 1 (March 31, 2019): 89–98. http://dx.doi.org/10.15294/jbe.v8i1.29592.
Full textAbstract:
The purpose of this study was to evaluate character education in students with the implementation of a scientific approach based on curriculum 2013 in the field of biological studies. The characters studied are related to honesty, discipline, cooperation, and independence of student. This descriptive study used 146 students at SMAN 1 Tebingtinggi as sample which were determined by random sampling techniques. Data was collected by questionnaire, 7 questions were about honesty, 8 questions were about discipline, 8 questions were questions about collaboration, and 7 questions were about independence. Data was analyzed by percentage technique. The results of the study showed that honest characters was at an average score of 2.73 (sufficient), the character of the discipline was at an average score of 3.11 (good), the character of cooperation was at an average score of 2.73 (enough), and independent characters was at an average score of 2.68 (enough).
36
Getmanskaya, Elena V. "Literary education in the context of STEAM approach (based on western research)." Literature at School, no. 6, 2020 (2020): 64–76. http://dx.doi.org/10.31862/0130-3414-2020-6-64-76.
Full textAbstract:
The development of the STEAM-approach is one of the main trends in global education. It integrates Sciences (S), Тechnology (T), Engineering (E), Arts (A), and Mathematics (M). Future Specialists need comprehensive training in the exact Sciences, Biology, Engineering, and Design – and this future is being prepared today. STEAM education is introduced in Western schools from an early age. The most important theoretical position of this approach is the statement that a student who knows the artistic beginnings of life (literature, painting, music, art design), achieves more in mathematics, and in engineering, and in Sciences. STEAM-literature curriculum is also based on an interdisciplinary and applied approach. The purpose of a lesson on the analysis of a literary text, as a rule, is associated with the creation of a material object (model) by students, in which their knowledge of all the listed disciplines is comprehensively invested. The main tool for interpreting a literary text in this approach is design. Not just design tasks are solved in the classroom with its help – design is one of the basic forms of modern visual art. The main question, which the author of the article faces, is whether it is possible to implement such the technologies at school without losses for the studied work of art. The analysis of western models leads to the conclusion that the significance of literature, as an independent subject, changes within the STEAM-approach – part of its autonomy is delegated to other disciplines. At the same time, a new, unexpected configuration of subjects appears in the classroom: literature is now integrated with biology, design, and mathematics. Thus, the interdisciplinary basis of STEAM takes the teaching of literature to a new interdisciplinary level. At the same time, it raises some questions about the degree of presence of the literary text itself in this approach, and the laws of its creation and the depth of its interpretation by students.
37
Arieska, M., S. Syamsurizal, and R. Sumarmin. "Guiding Development Based Approach Practicum Vertebrates Taxonomy Scientific Study Program for Students of Biology Education." IOP Conference Series: Materials Science and Engineering 335 (April 2018): 012096. http://dx.doi.org/10.1088/1757-899x/335/1/012096.
Full text
38
Edenborn, Sherie, and Melissa Bell. "Integrating Biology Into Social Work Education Using Interdisciplinary Character-Driven Case Studies." Journal of Baccalaureate Social Work 19, no. 1 (January 1, 2014): 97–114. http://dx.doi.org/10.18084/basw.19.1.x66560jx77t16723.
Full textAbstract:
An understanding of biology is necessary for effective social work practice. However, the traditional approach to teaching biology to social work students often fails to address and promote self-efficacy. This article demonstrates the relevance of biological knowledge to social work practice and connects biology education to the curriculum standards of the Council on Social Work Education's Educational Policy and Accreditation Standards. It presents an innovative and interdisciplinary approach to teaching biology content to social work students using a theme-based, character-driven case study that (a) relates the challenges of individuals to the dynamics of their families, (b) presents biological knowledge as a necessary tool to solve complex, real-world problems, and (c) requires students to explore the personal and social dimensions of problems. Furthermore, we suggest that implementing the case study using a red thread model, which links information and ideas from multiple classes in biology and social work, can increase students’ interest in and retention of biology material.
39
Mooney, Robert J., Benjamin E. Martin, and M. Jake Vander Zanden. "Is That Minnow in Your Bait Bucket an Invasive Species? An Inquiry-Based Activity for Teaching Taxonomy in College-Level Courses." American Biology Teacher 83, no. 4 (April 1, 2021): 240–46. http://dx.doi.org/10.1525/abt.2021.83.4.240.
Full textAbstract:
Despite the importance that taxonomy and species identification have in our current understanding of ecology, evolution, and conservation of organisms, it is a challenging topic to teach. One of the primary reasons for this challenge is the lack of student motivation to learn organism classification and identification, which is often reinforced by curricula that do not show the practical value of taxonomic knowledge. This article describes an inquiry-based learning activity designed to show students the real-world value of organism identification. In this activity, students relate the misidentification of baitfish to the spread of invasive species via the baitfish industry. Students role play as fish ecologists and help a bait shop owner identify the specimens in their baitfish supply and subsequently develop a strategy to ensure that the business is not contributing to the spread of invasive species. By relating the field of taxonomy to species invasions, instructors can show students that they are learning information and gaining skills that have utility outside of the classroom. We found this to be an appealing alternative to other species identification activities, which typically focus on low-level learning, and we are excited to share our approach with the readers of The American Biology Teacher.
40
Weber, Daniel N., Renee Hesselbach, Andrew S. Kane, David H. Petering, Louise Petering, and Craig A. Berg. "Minnows as a Classroom Model for Human Environmental Health." American Biology Teacher 75, no. 3 (March 1, 2013): 203–9. http://dx.doi.org/10.1525/abt.2013.75.3.9.
Full textAbstract:
Understanding human environmental health is difficult for high school students, as is the process of scientific investigation. This module provides a framework to address both concerns through an inquiry-based approach using a hypothesis-driven set of experiments that draws upon a real-life concern, environmental exposures to lead (Pb2+). Students learn how scientists use model organisms to understand basic biological concepts, and how these models relate to human and environmental health. Students observe how Pb2+ alters fish behaviors. Because many levels of biological organization are involved, this module has application for multiple units within general and advanced biology classes. Beginning with what is known about Pb2+ toxicity, students develop testable hypotheses about how it may affect behavior, apply this knowledge to human populations, and identify the “next experiment.”
41
Rybalko, Lina, Oleg Topuzov, and Lyudmila Velychko. "Natural science education concept for sustainable development." E3S Web of Conferences 166 (2020): 10030. http://dx.doi.org/10.1051/e3sconf/202016610030.
Full textAbstract:
The article is revealed essence and the concept of “ecological and evolutionary approach”, conceptual ideas of ecological and evolutionary approach (the idea of evolution and the idea of ecocentrism) are disclosed. Author determined methodological principles of ecological and evolutionary approach to teaching. The concept of teaching natural sciences on the basis of ecological and evolutionary approach and didactic principles of implementation of ecological and evolutionary approach to the teaching of natural sciences (didactic conditions, principles and laws) are developed and scientifically substantiated which is visualized in a didactic model of teaching natural science on the basis of ecological and evolutionary approach. The technology of teaching biology based on ecological and evolutionary approach is developed. Results of pedagogical experiment proved the effectiveness of the technology of teaching biology on the basis of ecological and evolutionary approach and the conception and implementation of teaching principles of ecological and evolutionary approach to the teaching of natural sciences embodied in it.
42
Nurramadhani, Annisa, and Irvan Permana. "STUDENTS’ GENERATED QUESTION QUALITY THROUGH STEM BASED PROJECT LEARNING IN SCIENCE ACTIVITY." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, no. 2 (September 30, 2020): 86–90. http://dx.doi.org/10.33751/jhss.v4i2.2446.
Full textAbstract:
STEM based project learning also capable triggering student to express another higher order thinking skill, such as inquiry by posing question. Generating questions, making comparisons, dealing with contradictions, and scientific inquiry skills are an example of cognitive activities that are classified as higher-order thinking skills. Those skills are including in 21st century skills that needed by the students to face the workspaces demanding in this revolution industry 4.0 and future. The purposes of this research is to investigate students’ question quality through STEM based project learning in science activity. The method that is used in this research is descriptive. The subject in this research are the students of preservice teacher biology and science education for about 21 students. The research needs an analysis of students’ generated question quality when they are in basic physics laboratory activity. This laboratory activity used STEM based project learning approach with reading assignment in the early meeting before each laboratory activity. The technique to take the data that is used in this research are video recording, observation, and informal interview. The research instrument to take the data that is used are observation sheet for student’s generated question quality. The result of this research is from the science laboratory activity, students’ generated question quality that has the most are understanding and relationship which is in the beginning of open question quality and information category gained lower than both of category. It means that, students promoting the improvement of their question quality. It also proved that evaluating, finding and solution category has expressed by the students in both of laboratory activities. It can be concluded that that the quality of students generated question has slightly improved to open question quality through STEM based project learning in science activity
43
Rahayu, Maya, and S. Suyanto. "Analyzing Pedagogical Knowledge of High School Biology Teachers in Banten Based on Educational Backgrounds." Journal of Biology Education 8, no. 2 (September 1, 2019): 169–76. http://dx.doi.org/10.15294/jbe.v8i2.31538.
Full textAbstract:
formulate the learning plan, method comprehension and approach, curriculum, learning motivation as well as learning evaluation instrument. This research was aimed to discover the skill difference of pedagogical knowledge of biology teachers compared to different educational backgrounds. The method of this research was a quantitative-descriptive through proportional random sampling technique for sample collection. The population of this research was the entire biology teachers in State High School of Lebak Banten. The collected samples were 18 biology teachers with different educational backgrounds. This research was performed in State High Schools spread among the area of Lebak-Banten. The analysis results of the data of pedagogical knowledge question items have indicated that the average teachers with biology education background has higher score (73.33) and 0.033<0.05 value has acquired based on t-test result. It means that there is a significant difference between teachers who have biology education background compared to teachers with non-education backgrounds
44
Susanti, R., Y. Anwar, and Ermayanti. "Implementation of learning based on scientific approach to improve science process skills of biology education students in general biology course." Journal of Physics: Conference Series 1166 (February 2019): 012004. http://dx.doi.org/10.1088/1742-6596/1166/1/012004.
Full text
45
Demir, Kadir. "“Uncooking” a Traditional DNA-Extraction Laboratory from the Scientific-Practices Perspective." American Biology Teacher 78, no. 7 (September 1, 2016): 582–90. http://dx.doi.org/10.1525/abt.2016.78.7.582.
Full textAbstract:
This transformed DNA-extraction lab activity offers a framework that strategically draws upon the essential elements of both scientific and effective teaching practices to establish an alternative approach to the teaching and learning of science. The pedagogical methods utilized throughout this activity encourage students’ motivation, engagement, and learning through inquiry-based, teacher-facilitated scientific practices. Additionally, this activity emphasizes Dimension 1 of the Framework for K–12 Science Education (Scientific and Engineering Practices; National Research Council, 2012). In the activity, students worked in groups and were allowed to examine different traditional lab protocols and other resources. The students had the freedom of selecting an independent variable that could possibly have an effect on the DNA extraction. To demonstrate how this activity was implemented in the classroom, a running vignette of a DNA-extraction activity in a high school biology class, in which the teacher adhered to the elements of this framework, is included.
46
Macaulay, J. O., C. J. Speed, A. Dimitropoulos, and C. M. Simpson. "LEADING CHANGES IN ASSESSMENT USING AN EVIDENCE BASED APPROACH." Revista de Ensino de Bioquímica 13 (August 24, 2015): 14. http://dx.doi.org/10.16923/reb.v13i2.582.
Full textAbstract:
Introduction and objectivesIt is has been widely accepted that assessment of learning is a critical component of education and that assessment drives/guides student learning through shaping study habits and student approaches to learning. However, although most academics would agree that assessment is a critical aspect of their roles as teachers it is often an aspect of teaching that is regarded more as an additional task rather than an integral component of the teaching/learning continuum. An additional impediment to high quality assessment is the non-evidence based-approach to the decision making process. The overall aim of this project was to improve the quality of assessment in Biochemistry and Molecular Biology undergraduate education by promoting high quality assessment.Materials and methodsTo do this we developed and trialled an audit tool for mapping assessment practices. The audit tool was designed to gather data on current assessment practices and identify areas of good practice in which assessment aligned with the learning objectives and areas in need of improvement. This evidence base will then be used to drive change in assessment.Results and conclusionsUsing the assessment mapping tool we have mapped the assessment regime in a Biochemistry and Molecular Biology major at Monash University. Criteria used included: assessment type, format, timing, assessors, provision of feedback, level of learning (Bloom’s), approaches taken to planning assessment. We have mapped assessment of content and the systematic development of higher order learning and skills progression throughout the program of study. The data has enabled us to examine the assessment at unit (course) level as well as the vertical development across the major. This information is now being used to inform a review of the units and the major.
47
Kao, Robert M. "Helping Students SOAR: Quizfolio Tips to Engage First-Generation, Under-Represented Minority Undergraduates in Scientific Inquiry." American Biology Teacher 80, no. 3 (March 1, 2018): 228–34. http://dx.doi.org/10.1525/abt.2018.80.3.228.
Full textAbstract:
Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities of practice and instill in our first-generation students self-awareness and reflection as they apply, analyze, and evaluate data on biological principles. In my article, I describe an innovative weekly assignment for my first generation Hispanic and Native Indigenous students called Quizfolio: quiz and mini-portfolios on biological principles and themes outlined in Vision and Change. Within a SOAR framework that will be introduced in my article, quizfolios provide an active learning space for students to integrate inclusive student-centered, in-class discussions and longitudinal lab inquiries in a first-year undergraduate biology course through metacognition and reflection-in-action. This transformative, culturally responsive mentoring approach encourages first-generation undergraduates to bring self-awareness to unclear or confusing topics that are clarified at the start of class or lab settings, and provides future framework for long-term retention of biological concepts.
48
Fetalvero, Eddie G. "CONSENSUS-BASED EDUCATION: ITS EFFECT ON COLLEGE STUDENTS’ ACHIEVEMENT IN BIOENERGETICS AS MODERATED BY GENDER AND LEARNING STYLES." Journal of Baltic Science Education 16, no. 4 (August 25, 2017): 533–48. http://dx.doi.org/10.33225/jbse/17.16.533.
Full textAbstract:
Involving students in making an educational decision is claimed to produce better outcomes. The effect of consensus-based education (CBE) on achievement in bioenergetics as moderated by gender and learning styles was determined. Two undergraduate biology classes were compared employing the quasi-experimental design, one using CBE and the other taught the conventional way. The Biology Achievement Test (BAT) was the main data collection tool used, supplemented with questionnaires, learning style inventory, videos, journal, and informal interviews. ANCOVA tested the effect of educational approach and the moderating effects of gender and learning styles while t-test compared the BAT scores between the groups. Results show that CBE can be a feasible alternative approach to teaching biology as it fairly addresses issues on gender and learning styles. It has also helped students develop their reasoning skills and improve their appreciation of democratic practices in the classroom. Key words: educational decision-making, consensus-based education, learning style effect, gender effect, achievement in bioenergetics.
49
Robeva, Raina, Robin Davies, Terrell Hodge, and Alexander Enyedi. "Mathematical Biology Modules Based on Modern Molecular Biology and Modern Discrete Mathematics." CBE—Life Sciences Education 9, no. 3 (September 2010): 227–40. http://dx.doi.org/10.1187/cbe.10-03-0019.
Full textAbstract:
We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to introduce students to mathematical methods beyond the interface of biology with calculus. Based on ongoing research, and designed to use the project-based-learning approach, the modules highlight applications of modern discrete mathematics and algebraic statistics to pressing problems in molecular biology. For the majority of projects, calculus is not a required prerequisite and, due to the modest amount of mathematical background needed for some of the modules, the materials can be used for an early introduction to mathematical modeling. At the same time, most modules are connected with topics in linear and abstract algebra, algebraic geometry, and probability, and they can be used as meaningful applied introductions into the relevant advanced-level mathematics courses. Open-source software is used to facilitate the relevant computations. As a detailed example, we outline a module that focuses on Boolean models of the lac operon network.
50
Lynd-Balta, Eileen. "Using Literature and Innovative Assessments to Ignite Interest and Cultivate Critical Thinking Skills in an Undergraduate Neuroscience Course." CBE—Life Sciences Education 5, no. 2 (June 2006): 167–74. http://dx.doi.org/10.1187/cbe.05-08-0108.
Full textAbstract:
Science education reform initiatives emphasize 1) the value of concepts over facts; 2) the benefits of open-ended, inquiry-based problem-solving rather than protocols leading to a single correct answer; and 3) the importance of a multidisciplinary approach to teaching that is not confined by departmental boundaries. Neuroscientists should be at the forefront of this movement by the very nature of the discipline we study. Neuroscience is a relatively new field that integrates diverse subjects (anatomy, physiology, pharmacology, molecular biology, computer science, and psychology) and experimental advances are constantly changing and expanding our understanding of brain function. How can we convey this excitement in the classroom? The project described in this article uses nonscientific literature to introduce a scientific topic of study. In addition, the multitask assignment requires the acquisition of content knowledge and the development of critical thinking skills. As students explore the topic from multiple perspectives, they recognize the interconnectedness of science and society and confront ethical and moral issues related to science. A comparison of exam scores, essay responses, engagement level, as well as students' own reflections, demonstrates that inclusion of the project does not sacrifice content knowledge, rather it enhances the overall learning process.